Non-positional cell microarray prepared by shape-coded polymeric microboards: A new microarray format for multiplex and high throughput cell-based assays

A non-positional (or suspension) cell microarray was developed using shape-coded SU-8 photoresist microboards for potential application in multiplex and high-throughput cell-based assays. A conventional photolithography process on glass slides produced various shapes of SU-8 micropatterns that had a lateral dimension of 200 μm and a thickness of 40 μm. The resultant micropatterns were detached from the slides by sonication and named "microboards" due to the fact that had a much larger lateral dimension than thickness. The surfaces of the SU-8 microboards were modified with collagen to promote cell adhesion, and it was confirmed that collagen-coated SU-8 microboards supported cell adhesion and proliferation. Seeding of cells into poly(ethylene glycol)(PEG) hydrogel-coated well plates containing collagen-modified microboards resulted in selective cell adhesion onto the microboards due to the non-adhesiveness of PEG hydrogel toward cells, thereby creating non-positional arrays of microboards carrying cells. Finally, two different cell types (fibroblasts and HeLa cells) were separately cultured on different shapes of microboards and subsequently mixed together to create a non-positional cell microarray consisting of multiple cell types where each cell could be easily identified by the shape of the microboard to which they had adhered. Because numerous unique shapes of microboards can be fabricated using this method by simply changing the photomask designs, high throughput and multiplex cell-based assays would be easily achieved with this system in the future.     

University students' behavioral intention to use mobile learning: Evaluating the technology acceptance model

As many Korean universities have recommended the implementation of mobile learning (m‐learning) for various reasons, the number of such tertiary learning opportunities has steadily grown. However, little research has investigated the factors affecting university students' adoption and use of m‐learning. A sample of 288 Konkuk university students participated in the research. The process by which students adopt m‐learning was explained using structural equation modeling technique and the Linear Structural Relationship (LISREL) program. The general structural model based on the technology acceptance model included m‐learning self‐efficacy, relevance for students' major (MR), system accessibility, subjective norm (SN), perceived usefulness, perceived ease of use, attitude (AT), and behavioral intention to use m‐learning. The study results confirmed the acceptability of the model to explain students' acceptance of m‐learning. M‐learning AT was the most important construct in explaining the causal process in the model, followed by students' MR and SN.     

THE PROCESS OF PHYSICS TEACHING ASSISTANTS’ PEDAGOGICAL CONTENT KNOWLEDGE DEVELOPMENT

This study explored the process of physics teaching assistants’ (TAs) PCK development in the context of teaching a new undergraduate introductory physics course. Matter and Interactions (M&I) has recently adopted a new introductory physics course that focuses on the application of a small number of fundamental physical principles to the atomic and molecular nature of matter. The purpose of this study is to describe how the PCK of physics TAs in the M&I course was developed and enacted. Data collection began during the TA preparation workshop that was held before the semester and continued during the recitation and laboratory classes that the TAs taught during the semester. Through a qualitative, multiple case study research design, data were collected from multiple sources: non-participant observations, digitally recorded video, semi-structured interviews, TAs’ written reflections, and researchers’ field notes. Data analysis consisted of cross-case and within-case analyses. Data were analyzed using a constant comparative method. After data analysis, 2 main themes emerged related to the development of TA’s PCK: (a) TAs’ PCK developed from propositional knowledge to personal practical knowledge and (b) the process of knowledge development consisted of 3 phases: accepting, actualizing, and internalizing. The results of this study will not only contribute to the quest to identify the nature of professional knowledge of science teaching but also help guide preparation for innovative introductory physics courses and other college level science courses in the future.     

Physical Activity of Parents of Children with Autism Spectrum Disorder

A preliminary study was conducted to investigate the physical activity status of parents of children with autism spectrum disorder (ASD) and related demographic characteristics. Thirty-four parents completed the IPAQ-S and demographic survey. Mean metabolic equivalent-minutes per week (MET-min/week) across participants was 3371. Significant correlations were found between parent’s age and moderate (τ = .287, p = .034) and vigorous (τ = .318, p = .020) physical activity minutes as well as vigorous (τ = .308, p = .021) and total (τ = .366, p = .005) MET-min/week. Similarly, significant correlations were found between child’s age and walking minutes (τ = .412, p = .002), walking MET-min/week (τ = .380, p = .005) and total MET-min/week (τ = .342, p = .010). This study provides current evidence about the physical activity participation of parents of children with ASD, and demonstrates a need for further research exploring barriers and facilitators towards physical activity for this population.     

University students’ motivation,engagement and performance in a large lecture-format general education course

We investigated how high-performers and low-performers differ with regard to motivation and engagement in a university-level, large-format general education geography course. One hundred and ten students participated in the study. A self-report measure was administered three times (at the beginning, middle and end of the semester). Performance data were obtained from final course grades. Results showed there were significant differences between the high- and low-performer groups in motivation but not in engagement. With regard to students’ perceptions of motivational aspects of the course, the low-performer group showed a significant decrease in attention but the high-performer group showed a significant increase. The relevance perceived by both groups decreased over time. The confidence and satisfaction of the low-performer group decreased whereas there was no change in those of the high-performer group throughout the semester. Findings as well as implications for teaching in a college large-format general education course are discussed.     

A conceptual framework for understanding children as agents in the transition from home to kindergarten

The transition from home to kindergarten, for most children, is the first and major ecological transition in their educational life. Kindergarten is the first educational setting in which children make sense about ‘school’ as a place to learn and about themselves as ‘pupils’. In this transition, children cross a cultural boundary from home to kindergarten and, in fact, they commute between the two cultural settings. In Vygotsky's view, children are active culture learners. How they cope with, and adapt to, the novel kindergarten is crucial to their ‘pupil career’ in their life‐long learning. Thus, this paper aims to provide early childhood education professionals with a framework to understand children as agents in the transition from home to kindergarten. This paper begins with a review of the concept of transition. It then presents a conceptual framework of the understanding of children as agents in the transition from home to kindergarten. Major elements of the conceptual framework are derived from sociocultural theory, and analyses of ‘rites of passage’ and ‘pupil career’. This highlights the relationships between layers of context, stages of transition, and adaptation outcomes.     

An Investigation of the Profiles of Satisfying and Dissatisfying Factors in E‐Learning

ABSTRACT Various factors influence e‐learners' feelings of satisfaction and dissatisfaction with their e‐learning experience, but from an extensive search with six major academic research databases we did not find any research that demonstrated comprehensive profiles of satisfying and dissatisfying factors in e‐learning. We conducted a qualitative study to initiate the effort. We used Thorndike's law of effect and Herzberg's motivation‐hygiene theory as the conceptual frameworks for our study. Thorndike's law of effect applied to human psychology suggests that people would try to avoid annoying stimuli whereas they would try to preserve satisfying stimuli. Herzberg's motivation‐hygiene theory suggests that different factors influence extreme satisfaction and extreme dissatisfaction on the job. Using the two theories as the conceptual frameworks, we revealed profiles of satisfaction‐dissatisfaction factors in e‐learning by analyzing extant data of course evaluation obtained from 17 e‐learning courses. In this article, we provide recommendations on how other e‐learning institutions might utilize the research findings to optimize their e‐learning programs and we discuss the potential impact of such interventions on overall institutional outcomes such as learner retention.     

Would you adopt Second Life as a training and development tool?

A survey of perceptions of Second Life as a training and development tool indicates that its use is still in the early stages of the adoption curve. Moreover, professionals who are familiar with it do not typically express the same enthusiasm for it as media reports seem to indicate.     

Improving Preservice Middle Grades Science Teachers’ Understanding of the Nature of Science Using Three Instructional Approaches

The purpose of this study was to investigate changes in preservice teachers’ understanding of the nature of science (NOS) as a result of four activity-based interventions that represent three instructional approaches used in a middle grades science methods course. Ten participants’ understanding of NOS and their perceptions about the activity-based interventions were investigated. Data were collected using open-ended questionnaires and in-depth interviews before and after the interventions. Written artifacts and recorded group discussions were collected during the interventions. The results of this study showed that inclusion of various approaches to teaching NOS can contribute to developing preservice teachers’ understanding of NOS. The activities complemented each other in the teaching of the NOS components. In addition, the preservice teachers perceived that the four interventions were helpful in improving their understanding of NOS and in preparing them for future teaching.     

Systematic and systemic approaches to reducing attrition rates in online higher education

Abstract

Prior to 1997, the Department of Instructional & Performance Technology (IPT) online program at Boise State University faced a high student dropout rate. The IPT turned to Keller's ARCS model, Kaufman's Organizational Elements Model, and Kirkpatrick's evaluation model throughout the processes of improving the motivational appeal of the online course for the first‐time adult learners and solving the attrition problem. In this article, the author describes a long‐term evaluation case study and explains how she systematically designed and implemented various instructional interventions to reduce attrition. She also presents the results of systemic evaluations.